Childminder in Leeds

Inspection date

Previous inspection date 21/10/2014 09/02/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has good teaching skills and understands the Early Years Foundation Stage. She interacts very well with the children and offers a good range of play experiences to support their learning and development.  Children form strong bonds and warm relationships with the childminder. They are settled in her care, demonstrating they feel safe and as a result, children form secure, positive attachments.  The childminder has a clear understanding of the welfare and safeguarding requirements and of child protection procedures. Consequently, children are cared for in an environment that promotes their safety and well-being.  The childminder has good partnerships with parents and regular and effective communication ensures all children's individual needs are met.

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It is not yet outstanding because

 Children do not always have rich opportunities to explore simple technology on a daily basis in order to develop an understanding of information and communication technology.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector looked at the areas of the premises used for childminding purposes indoors and outdoors.

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Inspection activities

 The inspector viewed a selection of documentation covering children's records, policies, attendance records and risk assessments. In addition, the inspector looked at the childminder's qualifications and checked the suitability of all adults in the home.

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Inspection activities

 The inspector observed children indoors and had discussions with the childminder and children at appropriate times throughout the inspection. She observed practice and interaction between the childminder and children.  The inspector undertook a joint observation with the childminder.

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Inspection activities

 The inspector discussed the childminder's self-evaluation and considered the views of parents.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and on both the compulsory and voluntary part of the Childcare Register. The childminder lives in a semi- detached house in the Bramley area of Leeds. She lives with her husband and two children aged 17 and 12 years of age. The whole of the ground floor and first floor bathroom is used for childminding purposes and there is a garden for outdoor play. Access to the provision is via steps to the front and rear entrance. There are currently eight children on roll; of whom, two are in the early years age range and they attend for a variety of sessions. The provision is open all year round, except for the childminder's holidays, and operates from 7am to 5.30pm every day. The childminder is able to take and collect children from the local school. The childminder attends several playgroups with children and takes them on outings to local parks, libraries and museums. She is a member of the

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Information about the setting

Professional Association for Childcare and Early Years and has an appropriate level 3 qualification.

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To further improve the quality of the early years provision the provider should:

 provide further opportunities for children to engage with and learn about appropriate information and communication technology, in order to develop and build on their interests and skills in operating equipment, for example, by providing torches and programmable toys.

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who attend

Children's learning and development is promoted effectively as the childminder has a good understanding of the Early Years Foundation Stage. The childminder delivers good quality teaching for children, consequently, children make good progress from their starting points. The childminder monitors children's progress through ongoing observations and uses this information to guide her assessments of the progress children are making. As a result, children's learning and development is successfully promoted to ensure that they gain the necessary skills and attitudes to be ready for their next stage of learning. Children visit the local library and attend a variety of play and stay sessions at the local playgroup. This supports children in their personal, social and emotional development. Consequently, children learn to play together and are developing friendships, which in turn, supports their readiness for school.

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who attend

The childminder provides a range of experiences and activities, which cover the seven areas of learning. There is a range of developmentally-appropriate resources available for children to access, which are clearly labelled with wording for the older children and pictures for the younger children. The environment enables children to initiate their own play, as well as taking part in the activities that are planned by the childminder. Consequently, children are gaining good levels of independence and they confidently direct their play. Children have access to a range of mark-making equipment, which supports their emergent writing and their physical skills. For example, children take part in mark-making activities indoors with pens and paints and outdoors they make larger marks as they experiment with paintbrushes and water. Mathematical language becomes a continuous and natural part of children's learning as the childminder understands how to

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who attend

incorporate this into activities that stem from children's interests. For example, the childminder introduces counting, colour recognition and size language when supporting children during role play. Communication and language are well promoted. The childminder enthusiastically talks to children about what they are doing as they play and answers appropriately to their questions. However, there are less resources available for children to develop their knowledge and understanding of the different uses for technology.

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who attend

The childminder has an effective partnership with parents, which results in continuity of care and learning for all children. Each child has a profile in which the childminder records their progress and development. This is freely available for their parents to look at and comment on. The childminder is fully committed to sharing information with parents about their children's progress and the activities which they have enjoyed. As a result, parents are fully aware of their children's achievements and are actively engaged in supporting their children's next stages of learning. Parents are encouraged to provide information on their children when starting with the childminder, through completing 'All about me' sheets. These help the childminder to identify children's starting points, which enables her to plan for children's individual needs. She shares information with parents on a daily basis and completes termly assessments. The childminder completes the progress checks for

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who attend

children between the ages of two and three. She shares these written checks with the parents, which enables them to see their children's learning and development progress. As a result, any gaps in learning and development are identified at an early stage and appropriate support can be put in place. Therefore, all children make consistent progress in relation to their starting points.

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The contribution of the early years provision to the well-being of children

The childminder provides a warm and welcoming, homely environment, which is very much child-led. Children are well supported and nurtured by the childminder because she knows the them well and is attentive to their needs. As a result, children are happy and settle very well. Children are very comfortable in their environment and from strong bonds quickly. They enjoy spending time with the childminder and show through their actions that they have built a very warm and trusting relationship, for example, as they go for cuddles. Good communication with parents ensures that information is regularly shared to ensure that children's welfare is fully supported.

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The contribution of the early years provision to the well-being of children

Children are supported to develop their personal and social skills well. The childminder promotes good manners and respectful behaviour and acts as a positive role model. She routinely offers praise as she recognises children's efforts and achievements. The childminder uses effective behaviour management strategies according to individual children's ages and stages of development. As a result, children's behaviour is good. The childminder encourages children's independence and supports them to take on small responsibilities. For example, children are asked to put rubbish in the bin and decide whether it goes in the recycling bin or the waste bin. Children develop a strong sense of belonging, which promotes their confidence to become increasingly independent. As a result, children are emotionally equipped for their future moves.

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The contribution of the early years provision to the well-being of children

The childminder recognises the benefits for children of having fresh air and access to natural environments with plenty of space for play and exercise. As a result, she ensures all children have daily opportunities to be outside, supporting a healthy lifestyle and promoting their good health. Regular walks and outings, including the school run, effectively support children's growing independence and management of risks, as they learn good road safety awareness skills, which prepares them well for the next stage in their learning. Children learn about good hygiene routines and from a young age are encouraged and supported to wash their hands before eating and after toileting. This helps children to learn how to keep themselves healthy and safe. They are well nourished with healthy meals and snacks and the childminder supports them well with learning how to make healthy food choices.

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provision

Children are safeguarded because the childminder has a good knowledge and understanding of the safeguarding and welfare requirements. She is aware of her role and responsibilities to protect children and she undertakes regular training to ensure this knowledge is maintained. The childminder demonstrates a professional knowledge of the local safeguarding procedures, including how to respond and who to contact if she has a concern about a child's welfare or an allegation is made. The childminder has written policies, which she shares with parents to inform them of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder ensures that her premises are safe and secure and risk assesses both her home and equipment regularly to effectively minimise risks to children. All adults in the home are suitably vetted and subject to appropriate checks. As a result, children play and

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provision

The childminder has a clear understanding of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. The childminder is fully committed to providing children with high quality care and education. She uses self- evaluation to reflect on and evaluate her practice to achieve ongoing improvements. She has identified areas for improvement to benefit children's learning and development and to further improve her current good practice. For example, she has identified courses she would like to attend in the future. This means that she demonstrates a strong capacity for acquiring new knowledge and understanding and continues to build on the existing good quality provision for children attending.

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provision

The childminder has good relationships with the parents of the children she cares for. She communicates with them on a daily basis and shares information about their children's day. This ensures that parents are fully aware of how their children's learning and care needs are met. Written testimonials from parents are extremely complimentary of the childminder, stating that their children are very happy to attend and they would happily recommend the childminder to others. The childminder is aware of the importance of working in partnership with others who provide care and learning for the children and shares information with them. Consequently, children are well prepared for the next stage in their learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY299654 Local authority Leeds Inspection number 873004 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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